All assessment policies and practices are based on monolingual constructs whereby test-takers are expected to demonstrate their language proficiency in one language at a time. Thus, the construct underlying these assessment approaches and/or scales (e.g., the CEFR) is of language as a closed and finite system that does not enable other languages…

In the past decade, major attention has been given to the power of tests and to the pivotal roles tests play in societies in shaping the definitions of language, affecting learning and teaching, and maintaining and creating social class. Accordingly, the quality of tests is not judged merely by their psychometric traits but also in relation to…

Reports on study in which students of Hebrew as a second language took four versions of oral proficiency test. Results indicate that different speech styles and topics significantly affected students' scores, and correlational analyses between pairs pointed to low reliability and lack of stability of the test. Urges caution in making decisions…

Results of a study which examined inter- and intrarater reliability of the Oral Interview test suggest that communicative tests such as the Oral Interview can be used reliably, in spite of their subjective nature. (EKN)

This study criticizes current approaches to language test development for their restrictive views of how language should be measured. Language tests are based either on an input component (what goes into a test) or an output component (how should the test be measured). An integration of both components on language tests is advocated. The…

A model of testing is described in which tests become sources of meaningful information about the improvement of foreign language learning. The model has been implemented by 10 schools teaching Hebrew as a foreign language in the United States and Canada. The model's background and rationale are described, along with its components, processes,…

Examines the way in which many high stakes tests have been introduced for reasons of political expediency rather than educational benefit. Discusses the consequences of using tests in this way and suggests that when tests are used as disciplinary tools, their introduction leads to a narrowing of the curriculum rather than an improvement in…

Partial results are presented of a study investigating the relationship between an oral interview and a cloze test in Hebrew and focusing on issues related to the oral interview procedure. An oral interview speaking test and cloze tests were administered to 106 students of Hebrew at the University of Minnesota. The taped interviews were rated by…

Argues that language tests employing methods not fair to all test takers are unethical. Ways of reducing sources of unfairness in language testing is discussed. (15 references) (Author/CK)

Proposes a framework for foreign language testing that consists of several different types of speech interactions. The interactions are assessed with rating scales whose criteria vary according to the intended use of the test results. The framework is evaluated in terms of reliability and validity. A sample oral test is given. (Author/DJD)

An alternative to the traditional standardized test of language proficiency administered to Israeli students at the end of secondary school is proposed as a means of giving schools more autonomy in the testing process. The test was designed based on the following assumptions: (1) the test matches the curriculum and not vice versa; (2) the…

While the goal of language teaching has been the development of practical communication, most language tests have stressed mastery of discrete linguistic skills. Oral language performance-based testing requires test-takers to use and perform in the language in actual communicative situations. The variations in communication created by the…

Describes a study of the development of a new oral proficiency test which could replace the existing English as a Foreign Language Oral Matriculation test in Israel. The deficiencies of the existing Oral Matriculation test are specified, and the components of the experimental test are described. (Author/SED)